İngilizce Sınıflarında Kültürel Farkındalığın Rolü

Yıl 2021, , 102 - 132, 31.01.2021

Ayşegül Yurtsever , Dilara Özel

https://doi.org/10.17569/tojqi.776499

Öz

Dil öğrenimi öğrencilerin hem sınıf içi hem de sınıf dışında pratik yapmaları için okuma, dinleme, yazma ve konuşma olmak üzere dört beceri içerir. Sınıf içi iletişim bireylerin geçmişleri ve ortak değerleriyle sınırlanmış olabilir, ancak öğrenciler sınıf dışına çıktıklarında, pragmatik becerilerinin sosyal ve kültürel özelliklerle bütünleşmesi gerekmektedir. Bu çalışma yabancı veya ikinci dil olarak İngilizce öğrenimi sınıflarında kültürel farkındalık üzerine yapılmış nicel ve nitel araştırmaları sistematik açıdan incelemeyi amaçlamıştır. Bu yüzden, araştırma yöntemi olarak meta-sentez yöntemi kullanılmıştır. Bu amacı karşılamak üzere İngilizce derslerinde kültürel ve kültürlerarası farkındalıkla ilgili 50 araştırma, belirlenmiş dört kriterden sonra bu meta-senteze dahil edilmiştir. Kültürel ve kültürlerarası farkındalık araştırmalarının analizinin sonucunda temeller ve edinimler olmak üzere iki ana tema ortaya çıkmıştır. Kültürel farkındalığın temelleri ders bileşenleri, etkileşim, dinamik ve kişisel bağlantı olmak üzere dört koda sahiptir. Ayrıca, kültürel farkındalığın edinimleri konuşma yeterliği, bilişsel yeterlik, kültürel yeterlik ve küresel ilgi olmak üzere dört koda sahiptir.

Anahtar Kelimeler

kültürlerarası farkındalık, yabancı dil olarak İngilizce, çok kültürlü eğitim, nitel araştırma

The Role of Cultural Awareness in the EFL Classroom

Öz

Language learning involves four skills named as reading, listening, writing, and speaking for learners to practice both in and outside the classroom. Interaction in the class may be limited to the backgrounds and common values of its members, but once learners are outside the class, pragmatic skills are required to engage in social and cultural aspects. This study aims to examine the qualitative and quantitative studies about cultural awareness in EFL classrooms in a systematic way. Therefore, the meta-synthesis procedure is used as a research design. There are 50 studies that included cultural and intercultural awareness in EFL classrooms in this meta-synthesis in order to meet this aim after applying the four specified criteria. There are two main themes called foundations and acquirements that emerged as a result of the analysis of the studies about cultural and intercultural awareness. Foundations of cultural awareness have four codes named lesson components, interaction, dynamic and personal connection. Furthermore, acquirements of cultural awareness have four codes as conversational competency, cognitive competency, cultural competency, and global involvement.

Anahtar Kelimeler

intercultural awareness, multicultural education, English as a foreign language, qualitative research

Kaynakça

• Agudelo, J. J. (2009). An Intercultural Approach for Language Teaching: Developing Critical Cultural Awareness. Íkala, 12(1), 185-217.
• Aguilar, M. J. C. (2008). Dealing with intercultural communicative competence. In Intercultural language use and language learning. Alcon S.E., Safont J.M.P. (eds). Milton Keynes, England: Springer, 59–78.
• Ahmed, H. A., & Mohammed, A. A. (2014). Investigating the role of EFL teachers in developing students’ cultural awareness at university level. International Journal of Social Sciences and Educational Studies, 1(1), 51- 74.
• Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56: 57–64.
• Altay, I. F. (2005). Developing cultural awareness. Journal of language and linguistic studies, 1(2), 170-182.
• Angelova, M., & Zhao, Y. (2014). Using an online collaborative project between American and Chinese students to develop ESL teaching skills, cross- cultural awareness and language skills. Computer Assisted Language Learning, doi: 10.1080/09588221.2014.907320
• Arcagok, S., & Yilmaz, C. (2020). Intercultural sensitivities: a mixed methods study with pre-service EFL teachers in Turkey. Issues in Educational Research, 30(1), 1-18. http://www.iier.org.au/iier30/arcagok.pdf
• Atasever Belli, S. (2018). A study on ELT students’ cultural awareness and attitudes towards incorporation of target culture into language instruction. Journal of Language and Linguistic Studies, 14(1), 102- 124.
• Atay, D. (2005). Reflections on the cultural dimension of language teaching. Language and Intercultural Communication, 5(3-4), 222-236. doi:10.1080/14708470508668897
• Baker, W. (2009). The cultures of English as a lingua franca. TESOL Quarterly, 43(4), 567–592.
• Baker, W. (2008). A critical examination of ELT in Thailand: The role of cultural awareness. RELC journal, 39(1), 141-146
• Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62-70. doi:10.1093/elt/ccr017
• Baker, W. (2015) Research into practice: cultural and intercultural awareness. Language Teaching, 48 (1), 130–141. doi:10.1017/S0261444814000287.
• Bayyurt, Y. (2006). Non-native English language teachers’ perspective on culture in English as a foreign language classrooms. Teacher Development, 10(2),233- 247, doi: 10.1080/13664530600773366
• Beresova, J. (2015). Authentic materials – enhancing language acquisition and cultural awareness. Procedia - Social and Behavioral Sciences, 192, 195-204. doi:10.1016/j.sbspro.2015.06.028
• Bloom, M. (2008). From the classroom to the community: building cultural awareness in first semester Spanish. Language, Culture and Curriculum, 21:2, 103-119. doi: 10.2167/lcc349.0
• Borghetti, C. (2013). Integrating intercultural and communicative objectives in the foreign language class: a proposal for the integration of two models. The Language Learning Journal, 41:3, 254-267, doi: 10.1080/09571736.2013.836344
• Byram, M. (1986). Cultural studies in foreign-language teaching. Language Teaching, 19(4), 322-336. doi:10.1017/s0261444800011101
• Byram, M. (1988). Foreign language education and cultural studies. Language, Culture and Curriculum, 1(1), 15-31. doi:10.1080/07908318809525025
• Byram, M. (1989). Cultural studies in foreign language education. Clevedon: Multilingual Matters.
• Byram, M. (1997a). Teaching and Assessing Intercultural Communicative Competence. Clevedon, UK: Multilingual Matters.
• Byram, M. (1997b). ‘Cultural awareness’ as vocabulary learning. The Language Learning Journal, 16(1), 51-57. doi:10.1080/09571739785200291
• Byram, M. (2012). Language awareness and (critical) cultural awareness – relationships, comparisons and contrasts. Language Awareness, 21(1-2), 5-13. doi:10.1080/09658416.2011.639887
• Byram, M., & Feng, A. (2004). Culture and language learning : teaching, research and scholarship. Language Teaching, 37 (3). 149-168. doi: 10.1017/S0261444804002289
• Byram, M., Holmes, P., & Savvides, N. (2013). Intercultural communicative competence in foreign language education: Questions of theory, practice and research. The Language Learning Journal, 41(3), 251-253. doi:10.1080/09571736.2013.83634
• Byram, M., Lloyd, K., & Schneider, R. (1995). Defining and describing ‘cultural awareness’. The Language Learning Journal, 12(1), 5-8. doi:10.1080/09571739585200321
• Byram, M., & Parmenter, L. (2012). The common European framework of reference: The globalisation of language education policy. Bristol: Multilingual matters.
• Campos, A.T.S. (2009). Strategies to raise cultural awareness and create multicultural materials and activities in the language classroom. Revista de Lenguas Modernas, 383-390.
• Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
• Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment companion volume with new descriptors. Strasbourg: Council of Europe. Retrieved from https://www.coe.int/lang-cefr
• Çakır, İ. (2006) Developing cultural awareness in foreign language teaching. ERIC Online Submission, 1-8.
• Dasli, M. (2011). Reviving the ‘moments’: From cultural awareness and cross‐cultural mediation to critical intercultural language pedagogy. Pedagogy, Culture & Society, 19(1), 21-39. doi:10.1080/14681366.2011.527118
• Dema, O., & Moeller, A. K. (2012). Teaching culture in the 21st century language classroom. Faculty Publications: Department of Teaching, Learning and Teacher Education. 181. http://digitalcommons.unl.edu/teachlearnfacpub/181
• Díez-Bedmar, M. B., & Byram, M. (2019). The current influence of the CEFR in secondary education: Teachers’ perceptions. Language, Culture and Curriculum, 32(1), 1-15. doi:10.1080/07908318.2018.1493492
• El- Hussari, I.A. (2007). Promoting the concept of cultural awareness as a curricular objective in an ESL/ EFL setting: a case study of policy and practice. 1st Mediterranean Graduate Students Meeting in Linguistics, Turkey.
• Escudero, M. D. P. (2013). Teaching intercultural awareness in the English as a foreign language classroom: a case study using critical reading. Intercultural Education, 24:3, 251-263, doi: 10.1080/14675986.2013.793037
• Fay, R. Lytra, V., & Ntavaliagkou, M. (2010). Multicultural awareness through English: a potential contribution of TESOL in Greek schools. Intercultural Education, 21:6, 581-595, doi: 10.1080/14675986.2010.533038
• Frank, J. (2013). Raising cultural awareness in the English language classroom. English Teaching Forum, 51(4), 2-11.
• Galante, A. (2014). Developing EAL learners’ intercultural sensitivity through a digital literacy project. TESL Canada Journal, 32(1), 53-66.
• Genç, B., & Bada, E. (2005). Culture in language learning and teaching. The Reading Matrix, 5(1), 73-84.
• Glover, P. (2011). Using CEFR level descriptors to raise university students’ awareness of their speaking skills. Language Awareness, 20(2), 121-133. doi:10.1080/09658416.2011.555556
• Heliot, C., & Young, A. (2006). Imagining multilingual education in France: A language and cultural awareness project at primary level. In Garcia, O., Skutnabb-Kangas, T. & Torres-Guzman, M. (Eds.), Imagining multilingual schools (pp. 69–90). Clevedon: Multilingual Matters.
• Hişmanoğlu, M. (2013). Does English language teacher education curriculum promote CEFR awareness of prospective EFL teachers?. Procedia - Social and Behavioral Sciences, 93, 938-945. doi:10.1016/j.sbspro.2013.09.307
• Ho, S. T. K. (2009). Addressing culture in EFL classrooms: the challenge of shifting from a traditional to an intercultural stance. Electronic Journal of Foreign Language Teaching, 6(1), 63-76.
• Irving, K. J. (1984). Cross‐cultural awareness and the English‐as‐a‐second‐language classroom. Theory Into Practice, 23(2), 138-143. doi:10.1080/00405848409543104
• İşcan, A., Karagöz, B., & Konyar, M. (2017). Cultural transfer and creating cultural awareness in teaching Turkish as a foreign language: A sample from Gaziosmanpaşa University Tömer. Journal of Education and Practice, 8(9), 53-63.
• Kambutu, J., & Nganga, L. W. (2008). In these uncertain times: Educators build cultural awareness through planned international experiences. Teaching and Teacher Education, 24(4), 939-951. doi:10.1016/j.tate.2007.08.008
• Kim, J. (2002). Teaching culture in the English as a foreign language classroom. The Korea TESOL Journal, 5(1), 27-40.
• Kiss, T., & Weninger, C. (2017). Cultural learning in the EFL classroom: the role of visuals. ELT Journal, 71(2), 1-11.
• Knutson, E. M. (2006). Cross- cultural awareness for second/ foreign language learners.The Canadian Modern Language Review, 62(4), 561- 610.
• Kourova, A., & Modianos, D. (2013). Inter- cultural awareness and its role in enriching students’ communicative competence. The International HETL Review, 60- 71.
• Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
• Kramsch, C. (1995). The cultural component of language teaching. Language, Culture and Curriculum, 8(2), 83-92. doi:10.1080/07908319509525192
• Kramsch, C. (2011). Language and Culture. In J. Simpson (Ed.), The Routledge handbook of applied linguistics (pp. 305-317). Abingdon: Routledge.
• Kramsch, C. (2013). Culture in foreign language teaching. Iranian Journal of Language Teaching Research, 1(1), 57-78.
• Kramsch, C. (2014). Teaching Foreign Languages in an Era of Globalization: Introduction. The Modern Language Journal, 98(1), 296-311. doi:10.1111/j.1540-4781.2014.12057.x
• Lachal, J., Revah-Levy, A., Orri, M., & Moro, M. R. (2017). Metasynthesis: An original method to synthesize qualitative literature in psychiatry. Frontiers in Psychiatry, 8 (269) https://doi.org/10.3389/fpsyt.2017.00269
• Lee, E. (2015). Doing culture, doing race: everyday discourses of ‘culture’ and ‘cultural difference’ in the English as a second language classroom. Journal of Multilingual and Multicultural Development, 36(1), 80-93, doi: http://dx.doi.org/10.1080/01434632.2014.892503
• Lenchuk, I., & Ahmed, A. (2014). Teaching pragmatic competence: a journey from teaching cultural facts to teaching cultural awareness. TESL Canada Journal, doi: 10.18806/tesl.v30i7.1153
• Liang, B. (2014). Cross- cultural awareness in college English teaching. Applied Mechanics and Materials, 599- 601.
• Little, D. (2012). The common European Framework of Reference for Languages, the European Language Portfolio, and language learning in higher education. Language Learning in Higher Education, 1(1), 1-21. doi:10.1515/cercles-2011-0001
• Lo Bianco, J., Crozet, C., & Liddicoat, A. J. (1999). Striving for the third place: Intercultural competence through language education. Melbourne: Language Australia.
• McConachy, T. (2008). Raising sociocultural awareness through contextual analysis: Some tools for teachers. ELT Journal, 63(2), 116-125. doi:10.1093/elt/ccn018
• Moecharam, M. Y., & Kartikasari, D. N. (2014). Let's talk and tolerate: strengthening students cultural awareness through literature circles. Indonesian Journal of Applied Linguistics, 3(2), 177- 127, doi: 10.17509/ijal.v3i2.662
• Moeller, A. K., & Nugent, K. (2014). Building intercultural competence in the language classroom. Faculty Publications: Department of Teaching, Learning and Teacher Education, 161, 1- 18.
• Monfared, A., Mozaheb, M. A., & Shahiditabar, M. (2016). Where the difference lies: Teachers’ perceptions toward cultural content of ELT books in three circles of world Englishes. Cogent Education, 3(1), 1-16. doi:10.1080/2331186x.2015.1125334
• Murray, G. L., & Bollinger, D. J. (2001). Developing Cross-Cultural Awareness: Learning Through the Experiences of Others. TESL Canada Journal, 19(1), 62-72. doi:10.18806/tesl.v19i1.920
• National Education Association (2010). Preparing 21st Century Students for a Global Society: An Educator’s Guide to the “Four Cs”. http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf
• Neuner, G. (2003). Socio-cultural interim worlds in foreign language teaching and learning. In G. Neuner, L. Parmenter, H. Starkey, & G. Zarate (Authors) & M. Byram (Ed.), Intercultural competence (pp. 15-62). Strasbourg: Council of Europe.
• North, B., & Piccardo, E. (2017). Mediation and the social and linguistic integration of migrants: Updating the CEFR descriptors. The Linguistic Integration of Adult Migrants / L’intégration Linguistique Des Migrants Adultes. doi:10.1515/9783110477498-011
• Nugent, K. & Catalano, T. (2015) Critical cultural awareness in the foreign language classroom. NECTFL Review, 75,15-30.
• Önalan, O. (2005). EFL teachers’ perceptions of the place of culture in ELT: A survey study at four universities in Ankara/Turkey. Journal of Language and Linguistic Studies, 1(2), 215-235.
• Porto, M. (2010). Culturally responsive L2 education: an awareness-raising proposal. ELT Journal, 64(1), 45-53. doi:10.1093/elt/ccp021 Prodromou, L. (1992). What culture? Which culture? Cross-cultural factors in language learning. ELT Journal, 46(1), 39-50. doi:10.1093/elt/46.1.39
• Pulverness, A., & Tomlinson, B. (2015). Materials for Cultural Awareness. In B. Tomlinson (Ed.), Developing materials for language teaching (pp. 443-459). London: Bloomsbury.
• Razı, S., & Tekin, M. (2017). Role of culture and intercultural competence in university language teacher training programmes. Asian EFL Journal, 19(2), 29-55.
• Schreiber, R., Crooks, D., & Stern, P.N. (1997). Qualitative meta-analysis. In J. M. Morse (Ed.),Completing a qualitative project: Details and dialogue (pp. 311–326). Thousand Oaks, CA: Sage.
• Shahed, F. H. (2013). ‘Culture’ as a skill in undergraduate EFL classrooms: The Bangladeshi realities. TEFLIN Journal, 24(1), 97-112.
• Sowden, C. (2007). Culture and the 'good teacher' in the English language classroom. ELT Journal, 61(4), 304-310. doi:10.1093/elt/ccm049
• Su, Y. (2008). Promoting cross‐cultural awareness and understanding: Incorporating ethnographic interviews in college EFL classes in Taiwan. Educational Studies, 34(4), 377-398. doi:10.1080/03055690802257150
• Svalberg A. M-L. (2007). Language awareness and language learning. Language Teaching, 40(4), 287-­308. doi:10.1017/S0261444807004491
• Tong, A., Flemming, K., McInnes, E., Oliver, S. & Craig, J. (2012). Enhancing transparency in reporting the synthesis of qualitative research: ENTREQ. BMC Medical Research Methodology, 12(181).
• Toyoda, E. (2016). Intercultural knowledge, awareness and skills observed in a foreign language classroom. Intercultural Education, 27(6), 505-516. doi: 10.1080/14675986.2016.1256600
• Tsuda, S., Shigemitsu, Y., & Murata, K. (2007). Cultural awareness in teaching English: Analysing intercultural communication and teaching positive politeness strategies. The Journal of Asia TEFL, 4(3), 161-185.
• Vourdanou, K. (2017). Integrating the CLIL approach: Literature and Wikis in the Greek EFL Classroom as a Means of Promoting Intercultural Awareness. Research Papers in Language Teaching and Learning, 8(2), 103-119.
• Ware, P. D., & Kramsch, C. (2005). Toward an intercultural stance: Teaching German and English through telecollaboration. The Modern Language Journal, 89(2), 190-205. doi:10.1111/j.1540-4781.2005.00274.x
• Wu, W. V., Marek, M., & Chen, N. (2013). Assessing cultural awareness and linguistic competency of EFL learners in a CMC-based active learning context. System, 41(3), 515-528. doi:10.1016/j.system.2013.05.004
• Young, T. J., & Sachdev, I. (2011). Intercultural communicative competence: Exploring English language teachers’ beliefs and practices. Language Awareness, 20(2), 81-98. doi:10.1080/09658416.2010.540328